Teacher Evaluation

Pre-requisites: none

Course objectives: Enabling students to collaboratively participate in planning and organization of evaluation of teachers' work and in interpreting data obtained in evaluation

Course description: Theoretical part: Quality of teaching and quality of teachers' work - different understandings and implications for practice; Teacher evaluation in the system of evaluation in education; Functions of teacher evaluation; Approaches to quality of teachers' work and different methods of evaluation; Self-evaluation in teachers' work and role of pedagogue in this process; Teachers' perspective on evaluation; By law regulations in Serbia regarding teacher evaluation; Approaches to class observations as on of the method of teacher evaluation; The role of documenting in evaluation of teachers' work; Teacher portfolio in function of evaluation; Principles of feedback in teacher evaluation. Practical part: Analysis of different methods and instruments for evaluation of teachers' work; Collaborative planning of teacher evaluation and development of instruments; Implementation of the evaluation in practice and collaborative analysis of data obtained.

Learning Outcomes: Student should be able to: critically reflect on different approaches to quality and evaluation of teachers' work; collaboratively participate in planning and organization of evaluation of teachers' work and in reflecting on meaning of evaluation findings for practice.

Literature/Reading:

• Hebib, E. (1995). Vrednovanje rada nastavnika - jedna komponenta sistema evaluacije vaspitno-obrazovnog procesa, Nastava i vaspitanje, 44(1-2), str. 83-95.
• Hebib, E. (1996). Uloga pedagoga u vrednovanju rada nastavnika. Beograd: IPA, Filozofski fakultet (str. 32-60).
• Pešić, M.M. (1991). Planiranje, praćenje i evaluacija sopstvenog rada. u: Učitelj u praksi. Beograd: Republički zavod za unapređivanje vaspitanja i obrazovanja, str. 227-245.
• Radulović, L. (2016). Nastavnik kao refleksivni praktičar, u: Slike o nastavniku – između moderne i postmoderne. Beograd: IPA i Centar za obrazovanje nastavnika, Filozofski fakultet, str. 88-99.
• Stančić, M. (2011). Osnovni pristupi kvalitetu rada nastavnika i njihove odlike. U: Kvalitet u obrazovanju. Beograd: IPA, Filozofski fakultet, str. 203-220.
• Stančić, M. (2015). Nastavničke refleksije o evaluaciji sopstvenog rada. Nastava i vaspitanje, 64(4), str. 697-713.
• Stančić, M. (2016). Analiza narativa kao alat za refleksiju nastavnika o kvalitetu sopstvenog rada. U: Razvoj istraživačke prakse u školi. Beograd: Institut za pedagoška istraživanja, str. 101-120.
• Mitrović, M. i Radulović. L. (2011). Načini razumevanja i konceptualizovanja kvaliteta obrazovanja u nastavi. U: Kvalitet u obrazovanju. Beograd: IPA, Filozofski fakultet, str. 135-154.
• Stančić, M. (2014). Načini evaluacije i građenje značenja kvaliteta rada nastavnika (doktorska disertacija). Beograd: Filozofski fakultet, str. 11-52.